Improving wellbeing for pupils in early secondary education with Pyramid Club: an early intervention model

TY - GEN

T1 - Improving wellbeing for pupils in early secondary education with Pyramid Club: an early intervention model

AU - Jayman, Michelle

AU - Ohl, Madeleine

AU - Fox, Pauline

AU - Hughes, Bronach

PY - 2018/7/2

Y1 - 2018/7/2

N2 - Objectives. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged children. The current study extends previous evaluations to pupils in early secondary education and addresses the demand for evidence-based models of good practice, arising from the increased focus on schools to support children’s well-being. Service users’ experiences were also investigated to increase understanding of intervention effects and enhance applied practice. Design. A mixed methods design was implemented. The quantitative phase examined immediate and sustained intervention effects on pupils’ socio-emotional well-being; the qualitative phase scrutinised quantitative findings and investigated intervention processes underpinning behaviour change. Methods. Participants (n = 126) comprised selected pupils, aged 11-14 (52 males; 74 females), who completed the 10 week programme (Pyramid group) and a non-intervention comparison group. Club leaders (n = 23) were trained volunteers. Teacher-rated and self-report measures were used to assess socio-emotional well-being: pre-club (baseline assessment), post-test (within two weeks of programme completion), and at 12-month follow-up (objective measure only). Focus groups were conducted separately with Pyramid pupils and Club leaders and data were thematically analysed. Results. Quantitative findings identified significant improvements for the Pyramid group on socio-emotional outcomes at post-test. Improvements were sustained at 12-month follow-up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings. Moreover, an understanding of specific procedures and techniques that facilitate behaviour change was gained. Conclusions. Findings contribute to evidence-based, preventative models: Pyramid clubs can support existing mental health strategies which underline the primacy of the school environment for service delivery.

AB - Objectives. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged children. The current study extends previous evaluations to pupils in early secondary education and addresses the demand for evidence-based models of good practice, arising from the increased focus on schools to support children’s well-being. Service users’ experiences were also investigated to increase understanding of intervention effects and enhance applied practice. Design. A mixed methods design was implemented. The quantitative phase examined immediate and sustained intervention effects on pupils’ socio-emotional well-being; the qualitative phase scrutinised quantitative findings and investigated intervention processes underpinning behaviour change. Methods. Participants (n = 126) comprised selected pupils, aged 11-14 (52 males; 74 females), who completed the 10 week programme (Pyramid group) and a non-intervention comparison group. Club leaders (n = 23) were trained volunteers. Teacher-rated and self-report measures were used to assess socio-emotional well-being: pre-club (baseline assessment), post-test (within two weeks of programme completion), and at 12-month follow-up (objective measure only). Focus groups were conducted separately with Pyramid pupils and Club leaders and data were thematically analysed. Results. Quantitative findings identified significant improvements for the Pyramid group on socio-emotional outcomes at post-test. Improvements were sustained at 12-month follow-up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings. Moreover, an understanding of specific procedures and techniques that facilitate behaviour change was gained. Conclusions. Findings contribute to evidence-based, preventative models: Pyramid clubs can support existing mental health strategies which underline the primacy of the school environment for service delivery.

M3 - Conference contribution

BT - BPS Psychology of Education Conference

T2 - BPS Psychology of Education Conference

Y2 - 14 September 2018 through 15 September 2018

ER -